TY - JOUR
T1 - Measuring Preschool Teachers’ Social-emotional Practices
T2 - A Comparison of Two Measures
AU - Rojas, Natalia M.
AU - Mattera, Shira
AU - Morris, Pamela
AU - Raver, Cybele
N1 - Funding Information:
The Head Start CARES demonstration was conceived and sponsored by the Office of Head Start and the Office of Planning, Research and Evaluation in the Administration for Children and Families within the U.S. Department of Health and Human Services (DHHS). The demonstration was conducted by MDRC, a nonprofit, nonpartisan education and social policy research organization, in collaboration with MEF Associates and several academic partners. The demonstration was funded by DHHS under a competitive award, Contract No. HHSP23320072909YC. MDRC was funded by DHHS to conduct secondary analysis of the Head Start CARES data through a subcontract to Mathematica Policy Research under subcontract no. 40142S03134. The project officers for this work are Amanda Clincy and Nina Hetzner. The findings and conclusions in this paper do not necessarily represent the official positions or policies of DHHS.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Research Findings: Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers’ use of specific social-emotional practices within their classrooms. This paper compares an observational measure of teachers’ social-emotional practices, the Adapted Teacher Style Rating Scale (TSRS), to an instrument of general classroom climate within a randomized control trial, including 307 Head Start classrooms across the country. Results confirmed the expected underlying three-factor structure of the Adapted-TSRS across mixed-age and 4-year-old only Head Start classrooms. The measure was found to have good internal consistency, reliability, and acceptable concurrent correlations with other previously validated observational measures of classroom climate. Policy or Practice: The results support the usefulness and added value of a more specific observational measure of teachers’ social-emotional practices.
AB - Research Findings: Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers’ use of specific social-emotional practices within their classrooms. This paper compares an observational measure of teachers’ social-emotional practices, the Adapted Teacher Style Rating Scale (TSRS), to an instrument of general classroom climate within a randomized control trial, including 307 Head Start classrooms across the country. Results confirmed the expected underlying three-factor structure of the Adapted-TSRS across mixed-age and 4-year-old only Head Start classrooms. The measure was found to have good internal consistency, reliability, and acceptable concurrent correlations with other previously validated observational measures of classroom climate. Policy or Practice: The results support the usefulness and added value of a more specific observational measure of teachers’ social-emotional practices.
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U2 - 10.1080/10409289.2020.1864838
DO - 10.1080/10409289.2020.1864838
M3 - Article
AN - SCOPUS:85099373916
SN - 1040-9289
VL - 33
SP - 326
EP - 349
JO - Early Education and Development
JF - Early Education and Development
IS - 2
ER -